This study aims at integrating Big6 skill with the project-based learning in social studies. To understand how students make Big6 skill as learning Scaffolding of the project-based learning. The researcher takes thirty-two fifth graders of an elementary in kaohsiung as research object, using action research to progress the lessons with Big6 skills and Project-based Learning. Analyze the data rebased from the following: lesson plans, questionnaires, worksheets, teaching journals, learning journals, interview, assessments from teachers¡¦ and students¡¦ self-evaluation to understand the learning of the students and to be the adjusting basis of instruction. The conclusions of this study are as follows: (1) the two-staged teaching experiment which is the integration of Big6 skill and project-based learning is effective and practicable. (2) Teachers, parents and students are all approval. (3) The integration of Big6 and project-based learning in social studies is helpful in promoting the student¡¦s communication and technology abilities. (4) Team Co-learning is workable in the integration of Big6 and project-based learning in social studies. (5) Big6 is helpful in project-based learning. (6) Project-based learning is suitable for the instruction of social studies. (7) The homeroom teacher who applies project-based learning in teaching can effectively control the learning pacing of the students.(8) The critical thinking abilities of the students are not evidently promoted. (9) The teacher who practices this way of teaching may encounter some difficulties such as the students¡¦ abilities of making projects, normal course pressure, time and classroom limitation and computer disorder. (10) The students who join this way of learning may also encounter some difficulties ¡V how to successfully work together, improve the ways of the data searching capability, reading and language deficiency, computer disorder and the respect of intelligence property right.(11) Library education should be brought into the elementary curricula to reinforce the students¡¦ communication and technology abilities. According to the way of conclusion research, there proposals as follows: (1) Make an intact project-based learning plan in an overall way. (2) Students with certain communication and technology abilities will be better for practicing the project-based learning. (3) Only the most profound Big6 skill can the best result be presented. (4) Library education should be brought into the formal curricula.(5) Cultivate students¡¦ reading and language proficiency. And also some suggestion of related studies is included for the reference of the future study.

The purpose of this study is to devise a teaching program integrating Big6 skills into project-based learning of social studies. Applying Big6 skills as a learning scaffold, the teaching program helps students to enjoy project-based teaching modes, to cultivate basic information literacy and to promote abilities to learn better in social studies. The research object is 34 students from the 4th grade of elementary school, and the action research is a two-stage and two-circle one. The researcher tried to understand the students¡¦learning status and get the whole picture of the teaching activity by means of collecting and analyzing data such as information literacy questionnaire, the scale for critical thinking test made by Chiu-Ching Chen, activity learning sheets, student inter-evaluations, student self-evaluations, teacher observations, teaching diaries and interview records. The results of the study are as follows: 1. Big6 skills, integrated into the social project-based learning applying two-stage teaching, is suitable for grade four of elementary school. 2. The students who have experienced Big6 skills integrated into the social project-based learning do promote in information literacy, group learning, expression, listening and the ability of using Big6 skills. 3. Due to the shortage of the study time or the not suitable for study tools, the students¡¦critical thinking is not promoted after experiencing Big6 skills integrated into the social project-based learning. 4. The students consider the integration of information and the evaluation as the most difficult steps in the Big6 method. 5. Teachers and students both identify with Big6 skills integrated into the social project-based learning. Finally, integrating the mentioned findings, the researcher offers some suggestions on the future teaching plan as follows: 1. Supply learning scaffold to promote students¡¦learning effects. 2. Integrate information course into language course can save time for learning. 3.Cultivate students¡¦abilities of reading, summarizing and integrating reading materials. 4. Help students to collect information from varied sources. 5. Extend teaching time and carry out each teaching steps.

In view of international digitalization and information trend, and to cope with the New 1-9 Curriculum education policy, the Taiwanese increasingly value information technology education development and methods. The researcher integrates Big6 information skills to school base curriculum with topic study process. A new teaching plan consisting two cycles is developed to test on a sample of 35 fourth graders. The researcher demonstrates the first cycle, and the students actively process the second cycle. The two-cycle teaching plan is to train students to utilize Big6 information skills in researches and promote students¡¦ capabilities of team work, demonstration, presentation, and critique. The researcher conducted and analyzed the data based on three sources consisting quantitative measuring tools, records, and reflections. Quantitative measuring tools include information technology usage investigation, information skill level self-check list, and deliberated comment tables. Records involve students¡¦ learning diaries, teacher¡¦s observant diaries and the teams¡¦ self-checked lists. Reflections engage teacher¡¦s and students¡¦ self reflections. The results of this research are as follows: 1. Big6 skills suit to harmoniously utilize in the two-cycle senior topic instruction program. 2. Applying Big6 skills in project-based learning promotes most students¡¦ learning in five areas including Big6 skills in research processes and study methods, topic-related information, research team work skills, information skills, and critically deliberating behavior. 3. Tested sample showed higher motivation in this process. 4. The researcher could acquire the growing expertise, which includes grasping the value of research, promoting the abilities of designing and compiling instruction program, enhancing the skill of applying and integrating the information technology, utilizing ¡§divided teams project-base¡¨ instruction model for research, and creating the students¡¦ accomplishment with accessing diversificately.

The purpose of the research is to construct an instruction program about integrating Big6 skills approach with web-based theme learning by using systematic instruction design model to analyze learners¡¦ background, the content of the curriculum, instruction goals and evaluation methods. The researcher designed teaching activities and learning materials based on two topics in science curriculum¡Xclimate and constellation, and furthermore took the teaching action research divided into two sections and three cycles. Through feedback, reflection and correction, the instruction activities in this program has been developed and divided into four sections¡X(1) to lead to theme learning, (2) Big6 research plan, (3) group learning, (4) result exhibition and evaluation. The instruction program was put into practice in one fifth-grade class of elementary school. After the action research, the students with different abilities showed different learning effect. The result that over 90% students said they gained satisfied achievement and over 70% passed the cognitive test in Big6 skills revealed most of the students really learned the content of the instruction program, but a few students needed the teacher and peer groups to provide much more scaffoldings and learning opportunities, especially in defining questions and finding information. After the three- cycle instruction program, the students got the learning abilities as follows-- (1) learning Bid6 systematic thinking model, (2) learning Big6 skill research method, (3) learning how to write theme reports, (4) learning how to present their products, (5) learning evaluation and reflection, (6) improving abilities to apply technology, (7) learning knowledge related to topics, and revealing the self-leading learning style under the influence of Big6 instruction. The web-based instruction environment constructed on ¡§Open network education platform system like Educities¡¨ can reduce the teacher¡¦s pressure on managing web-based instruction. The functions can cope with the need of the web-enhanced instruction, and become the important communication media between teacher and students in students¡¦ active learning section. The characteristic of the internet on multiple communication mechanism without limitation of space and time can expand the effect on active learning.

The purpose of the research aims to integrate Big6 skills into critical thinking instruction for elementary school sixth grade social studies, cultivate the students the basic capability of information literacy, lead the students an usage the Big6 skills step to integrate the critical thinking meaning of the Ennis as the teaching mode, promote the student to learn the theme learning research in the social studies. The main teaching mode includes four stages: (1)the valuation stage;(2)the investigation stage;(3)the development new look stage;(4)the integration stage. The researcher of this research teach in grade six of primary school, with class student for research object, the data collection pays emphasis to qualitative and quantification analysis , the quantification analysis with Chiu-Ching Chen method which draws up of the critical thinking capability test, researcher learns the theme questionnaire, basic information literacy questionnaire, the qualitative data collection includes the social work sheets, topic research achievement report, student learning portfolio, carrying the teaching diaries, the classroom observation record, consulting with students, parent feedback opinion and teacher¡¦s own inspection and feeling. The results of the data collection and the analysis are as follows: 1. Big6 skills integrate the social studies critical thinking teaching to carry on a two-stage theme learning action research through giving something back to,examining oneself and revising the teaching process, can be used as the basis of the teaching project implementation. 2. Big6 skills integrate the social studies critical thinking teaching project, which is not able to promote the student's critical thinking cognition and skills immediately and effectively, for critical thinking disposition is obviously helpful. 3. The students who have experienced the Big6 skills integrated the social studies critical thinking teaching, emerge from self-directed learning to active learning capability. 4. Parent and teachers and students study the theme and life of the social studies as well as the relevant linking of the teaching project, apply the information science and technology and the group cooperate learning, all embrace encouraging and forward-direction of the viewpoint, affirm the student's performance. Researcher's comprehensive implementation comes to a conclusion that the action research of integrating Big6 skills into critical thinking instruction for elementary school social studies, willing to have the following suggestions to the researcher in the future: The suggestions are: 1. Expanding the Big6 skills implementation information integrates each subject teaching. 2. The social studies teacher should value the critical thinking teaching, carry on a related research of topic. 3. Encouraging teachers and students to participate into the action research together, constructing networking learning mode. 4. Learning to use the qualitative analysis method flexibly. 5. Networking action teaching strategy. 6. Improveing techniques and ways in monthly examination, setting-up social studies item pull.

數位學習近年來快速成長，網路主題探究式學習已經成為人們關注的新學習模式之一，WebQuest是一種非常成熟的網路學習模式，學習者使用的資訊來源多數來自網際網路，由教學者規劃與指引學習過程給學習者，讓學習者可以循序漸進地進行主題探究式學習。眾多研究結果發現，WebQuest學習模式的確有助於提升學習者的高層次思考、合作學習、問題解決能力，因此，WebQuest成為許多教學者與學生喜歡使用的網路學習模式之一。 WebQuest由教學者篩選網路資源給學生，故學生不需自行搜尋資源，考量到資訊社會的來臨，在資訊過載的時代，想要從網際網路上的巨量資訊中，有條理地處理複雜資訊，培養學生的資訊尋求策略在所難免。資訊教育已成為全球發展重要議題，也是我國九年一貫新課程的七大議題之一，而資訊尋求策略與九年一貫資訊教育目標的關係密切，Big6也被認為是培養資訊素養的最佳途徑。 因此，本研究將Big6技能融入WebQuest學習模式之概念，讓學生透過主題探究所提供的鷹架引導學習的同時，也可以訓練學生對資訊的搜尋、處理、分析、展示與應用的能力，希望接近與九年一貫所設定的資訊教育之核心能力目標，並且實作一雛型來驗證此概念。本研究結果顯示Big6技能適合融入WebQuest網路學習模式，而WebQuest & Big6之概念可於Moodle教學平台實現，希望未來提供教學者及學習者使用。 / In recent years, e-learning has developed rapidly and inquiry-based learning network such as WebQuest has become one of the most prominent and latest modes of learning and absorbing knowledge. WebQuest is a sophisticated e-learning tool in which most of the information provided to the learners comes from the web. However, the webs provided are tailor-made and carefully selected by the educators so the learners can engage in the inquiry-oriented lesson step by step and without deviating from the right course. Furthermore, many scholars has discovered that this particular pattern of learning has proven efficient for internet learners to enhance their skills in higher-order thinking, cooperative thinking as well as problem solving. Given these advantages, it is indisputable that why WebQuests is well received by both educators and learners. In view of we are living in an information society where information overloads, it is hence immensely difficult for internet users to select and process viable internet resources. In dealing with this problem, in WebQuest, it is the educators who are responsible to sieve out useful internet resources for the learners instead of leaving them alone and helpless with abundant information. With IT education has become one of the important issues of global development, it is extremely essential to cultivate internet users with such selective skill. Taiwan, in particular, has even listed IT education as one of the Seven Issues within the Grade 1-9 Curriculum. As the Grade 1-9 Curriculum and information seeking strategies are intimately related to each other, the information problem-solving process model of Big6 is thus deemed as the optimal way of cultivating one’s information literacy. Apart from guiding the internet learners with the scaffold of the inquiry-oriented learning WebQuest, my research, moreover, intends to integrate both the Big6 process model and WebQuest together in order to enhance learners’ ability in internet resources searching, processing, analyzing, displaying and application, as so to achieve the goal of the Grade 1-9 Curriculum in promoting IT education. In addition, I will develop a prototype to validate my conception of the combination between Big6 and WebQuest. The result of my research, besides indicating that Big6 can be integrated with WebQuest, has also proven that the combination’s viability on the Moodle’s platform, which I anticipate, will be facilitating both the educators and the learners in the coming future.